A Latent Variable Analysis of the Contribution of Executive Function to Adult Readers' Comprehension of Science Text: The Roles of Vocabulary Ability and Level of Comprehension

Autor/inn/en	Follmer, D. Jake; Sperling, Rayne A.
Titel	A Latent Variable Analysis of the Contribution of Executive Function to Adult Readers' Comprehension of Science Text: The Roles of Vocabulary Ability and Level of Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 2, S.377-403 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Follmer, D. Jake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9872-3
Schlagwörter	Executive Function; Adults; Reading Comprehension; Vocabulary; Reading Materials; Sciences; Age Differences; Time; Prior Learning; Predictor Variables + Suchen Sie Ihr Suchwort? Leseverstehen; Wortschatz; Science; Wissenschaft; Age; Difference; Age difference; Altersunterschied; Zeit; Vorkenntnisse; Prädiktor
Abstract	Emerging evidence suggests that executive function plays an important role in adult readers' understanding of text. This study examined the contribution of executive function to comprehension of expository science text among adult readers, as well as the role of vocabulary ability in the relation between executive function and text comprehension. The roles of additional reader characteristics, including age, reading time, prior knowledge, and vocabulary ability, in comprehension were also examined. Using structural equation modeling, a latent executive function factor significantly predicted comprehension after accounting for age, reading time, prior knowledge, and vocabulary ability. Vocabulary ability mediated the relation between executive function and both lower-level and higher-level reading comprehension. Executive function contributed more strongly to lower-level compared with higher-level comprehension of the text. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01